Preference using Root Value based on Aggregated Normalizations (PROVAN): A data-driven method for socio-economic and innovation assessment

In modern education, not only teaching methods, but also assessment methods play an important role. An adequate assessment system is essential to the development of skills that are necessary for successful careers of applicants. Therefore, the purpose of the research is the analysis of modern assessment methods in the educational process and their significance for the formation of 21st century skills. The PRISMA approach was used to search for relevant materials. Google Scholar was chosen as the main database for literature search. Works written in English or with English annotations were taken into analysis. 10 criteria for the inclusion of literature were developed, which related to the relevance, practical importance and scientific novelty of the research. Therefore, 40 positions were selected. The study used the coding method for the systematic analysis of textual data. Hence, the results showed that the main approaches to assessment in modern education are summative and formative assessment. Summative assessment summarizes student achievement after the learning process is complete, while formative assessment improves learning outcomes in real time through feedback. Special attention is paid to the active use of digital technologies, such as computer adaptive testing, e-portfolios and platforms for online testing. The conclusions emphasize that innovative assessment should contribute to the development of key skills of the 21st century. The development of digital literacy is especially important, as it allows all participants of the study to actively use technologies and understand them.

The introduction of innovative assessment techniques for the French horn can improve the process of education. The objective is to examine the effectiveness of the proposed assessment methods for improving accuracy on the French horn. The research is based on the experimental design to evaluate the effectiveness of assessment methods using statistical data analysis and paired t-test. The research took place from January to June during the 2020-2021 academic year. The sample involved 183 students from three educational institutions in the People's Republic of China. A preliminary assessment found that the academic performance of students was low. Before the implementation of the proposed assessment methods, an average score was 20.63 points interpreted by the scholars as Do not Meet Academic Expectations. After the introduction of the assessment methods, the post-implementation scores of the academic performance increased by 41.3%. The findings were interpreted as a Satisfactory level of academic performance. The paired t-test revealed significant differences in student performance learning the French horn before and after the introduction of the new assessment methods. The average difference was 3.57 points. Thus, the proposed assessment methods for the French horn playing include (1) playing by ear, (2) Instrumental Scheme Processing, (3) a range practice, and (4) an introductory exam. The research demonstrates that the proposed assessment methods can be used as a part of the standard assessment developed for teachers that include different elements of effective teaching tools and methods.

Contemporary psychological assessment is dominated by tried-and-true methods like clinical interviewing, self-report questionnaires, intellectual assessment, and behavioral observation. These approaches have served as the mainstays of psychological assessment for decades. To be sure, these methods have survived over the years because clinicians have found the information gleaned from these improves our understanding of the client, helps formulate a treatment plan, or aids in assessing outcome. However, are there any recent technological or methodological developments that might improve the clinical assessment enterprise? Some believe so. The purpose of this special section is to provide a snapshot of relatively newer clinical assessment technologies and methods that have been underutilized. Each article in this special section presents one or more assessment methods or techniques that are currently available and are showing some promise in clinical assessment.

The Assessment of Ecosystem Services in Urban Areas

A key for economic success of an enterprise is proper decision making regarding product and process planning. The aim of this study was to develop a method of innovation assessment of products and processes that will be applicable at early stage of design and throughout life cycle of a product. The effectiveness of proposed method was examined on real-life case studies. The method is based on systematic, quantitative analysis of parameters, unlike current approaches that concentrate rather on subjective opinions or assessment of the design process, not the design itself. Proposed method comprises some already known tools regarding functional modelling including TRIZ and adopts them to innovation assessment environment. Innovation assessment using proposed method allows to facilitate decision making process regarding choice of concept to be further developed at an early stage of a design process, reducing cost and time of development of new products and processes.

Multi-criteria decision making (MCDM) methods are essential tools for assessing multiple factors in various contexts, including innovation in small and medium-sized enterprises (SMEs). In this study, a systematic literature review (SLR) was conducted based on a literature search in Web of Science, Scopus and Google Scholar, covering the period 2018-2024, taking as a basis the general guidelines and main phases of an SLR, in addition, the Preferred Reporting Items for Systematic reviews and Meta-Analyses (PRISMA) method was used, which allowed the selection of 25 relevant articles. From the analysis, four main trends in innovation assessment were identified: Innovation Capacity and Business Strategies, Open Innovation, Evaluation and Management, Technological and Digital Innovation, and Green Innovation and Sustainability. The results indicate that India and China are the countries with the highest volume of publications on this topic, while the business and academic sectors are the most studied, followed by the social sector. In addition, other key factors assessed in SMEs using MCDM methods were identified, grouped into five main themes including industry 4.0 and digital transformation, sustainability and green manufacturing, risk management and business resilience, decision making in trade and markets, and business management strategies and technology selection, broken down into 11 specific approaches. The review shows that assessing innovation in SMEs requires a multidisciplinary and collaborative approach tailored to business needs. It also shows a preference for fuzzy tools and the combination of different MCDM methods. This article provides an updated diagnosis on the use of multiple criteria in the innovation assessment in SMEs, providing a basis for future research and applications in this field.

The Field of Psychological Assessment: Where it Stands and Where it’s Going – A Personal Analysis of Foci, Gaps, and Implications for <i>EJPA</i>

SUMMARY Assessment methods such as non‐conventional exams, oral presentations, group projects and peer assessment are increasingly being used in HE in an attempt to introduce more realistic and meaningful tasks and provide broader and more reliable indicators of students' achievements. The impact of such assessment on student learning is being investigated via a series of case studies at the University of Northumbria. A number of positive effects on learning have been identified and students strongly support new methods of assessment. Problems do arise, particularly since the often unchallenged 'level playing field' of exam room must be replaced by new means of establishing fairness, reliability and validity. Innovative assessment is limited in its developments within the HE context; eg the weightings given to the process and products of learning can be of issue. It is also difficult to accotnodate individual learner needs and acknowledge individual progress.

Introduction:Procurement is one tool for the public sector to acquire need-based, innovative and effective solutions. To succeed in purchasing services that succeed in improving patients’ outcomes and optimize cost of care, the process must be accompanied with tools for early decisional support. Documenting the effects of healthcare innovation is therefore fundamental when dealing with prioritizing adequate technology. The aim of the present study was to review the literature to identify early assessment methodology applicable to innovative procurement processes.Methods:A scoping review was performed in January and February 2017 with the objective of selecting literature reporting on early assessment of health innovation. Methods for early assessment of health innovation were identified with the aim of investigating whether the methods change depending on where in the innovation process (development, introduction, and early diffusion) they are applied, and if the literature pointed to dominant methods. Next, critical elements of the innovative procurement process were identified, and methods relevant to the need-based phase of procurement were assessed.Results:In total 1064 articles met the search strategy. Based on predefined inclusion and exclusion criteria, thirty-nine articles were included in the study. When viewed in the light of innovative procurement, stakeholder insight was an important source of data in early assessment of potential benefits of health innovation. Such data can be applied in scenario analyses to provide necessary outcome overviews and to direct and accelerate the procurement process. Further, various simulation and analysis methods may be used in new ways to increase the impact of the scarce availability of data in early innovation phase.Conclusions:The present review identified tools for early decisional support that address risks and step-wise healthcare management support. Information based on the present review will also be addressed in Panel 26 “Accelerating Value Based Health Care with Innovative Procurement and Early Decisional Support”

Moving from deterministic to probabilistic reliability criteria for power systems necessitates probabilistic methods for socio-economic impact assessment. This paper demonstrates a probabilistic assessment of the long-term impact of the amount of transmission capacity given to the power market both on the market costs and on the expected customer interruption costs. A hydro-thermal market analysis is integrated with a contingency and reliability analysis and applied to the Nordic power system, focusing on a particular region of Norway and the transmission limits for this region. The results of this analysis are then combined in a socio-economic cost assessment that illustrates how a probabilistic approach and flexible transmission limits may allow for a more socio-economically optimal utilization of the grid. The results show that the impact of uncertainties (climatic variability) on the socio-economic cost assessment can be substantial.

The purpose of this article is to critically examine the limitations of traditional assessment methods in African teacher education and explore emerging innovative strategies that support transformative and sustainable learning. Traditional assessment approaches, primarily exam-based and summative, have been criticised for their inadequacy in addressing the dynamic and competency-based demands of 21st-century teacher education. This review synthesises recent literature, analysing peer-reviewed journal articles, policy documents, and global frameworks on assessment practices in higher education. Through thematic analysis, the article identifies innovative assessment methods such as formative assessment, digital portfolios, peer evaluation, and real-world problem-solving tasks. These approaches emphasise essential competencies including critical thinking, creativity, collaboration, and adaptability - skills necessary for educators in today's diverse and technology-driven classrooms. Additionally, the review highlights the growing role of technology in assessment, particularly AI-assisted tools and e-portfolios, which offer opportunities for personalised learning and timely feedback. However, the review also reveals significant challenges, including digital infrastructure limitations, low digital literacy among faculty, and policy misalignment with emerging practices. The study concludes that to achieve transformative and sustainable teacher education, African higher education institutions must shift from rigid, high-stakes assessments to more flexible, learner-centred, and competency-based models. It recommends institutional reforms, strategic investment in digital infrastructure, and professional development for educators. The significance of this review lies in its potential to inform policy and practice, ensuring that assessment strategies are both contextually relevant and aligned with global standards for equitable and quality education in Africa.

Selecting actions for improvement of solid waste management in low and middle income countries and understanding how a specific decision choice will fit and impact on a local context is key to identifying sustainable solutions. Assessment of the choice (be it technical or managerial) and assessment of the local enabling or disabling conditions are both important steps in the decision making process. Various assessment tools and methods are currently available to support decision-making in solid waste management. Assessment can be used to identify weaknesses or strengths of existing systems in a structured way and hereby highlight factors of success and failure. Assessment methods can also evaluate and compare different possible choices as in project scenarios. This overview describes established and innovative assessment methods serving both these purposes. A range of assessment tools are often designed to assess a specific sustainability domain (technical, environmental and health, economic and financial, social and institutional, organizational aspects), others attempt to provide a more holistic picture by integrating different sustainability domains into the same tool. This paper reviews a number of methods describing and discussing each of them, and referring to their use in low and middle-income countries if published in scientific literature. The overview concludes that in low- and middle-income countries the use of comprehensive assessment methods is yet very limited. We hypothesize that most formal methods of assessment are still too complex and generally overburden the weak local capacities intended for their usage. The few applications identified, were conducted by academia for scientific purposes. Lack of resources to collect the vast data required for some assessment methods is a further restriction to their practical application. Future development is suggested to improve user friendliness of existing tools or to simplify certain approaches and develop more appropriate methods. A user-oriented focus in the development of assessment tools would enhance their application, provide sound data for informed decision making and foster a dialogue between technicians and policy makers in low- and middle-income countries.

Student assessment is usually viewed as a tool for teachers to grade their students by the end of a period or school year. It is often used as a single moment where the students&amp;#8217; achievements are evaluated as a final mark. Furthermore, assessment is often done in a standardized way and focused on the amount of knowledge students were able to retain and with a limited view on a few skills they may have developed. Student assessment has existed for decades and has served many purposes. However, as society is evolving and schools are becoming more aware of the importance of diversity, inclusion and innovative educational methods, the standardized method of assessment is becoming obsolete.In a survey done to over 150 teachers in Spain, Portugal, Greece and a few other countries, many teachers have reported that they understand the need to innovate in assessment, they want to focus on students&amp;#8217; skills, more than on the knowledge retained and that they lack the tools, skills, and know-how to do it. It has become evident that assessment needs to embrace student diversity and must be used as a tool for development. It must be seen as a fluid evaluation where student find endless opportunities to evolve and grow, not only academically but also socially and emotionally.Considering this, the ASSESS project was born, through a partnership between four partners from Portugal, Greece, and Spain and with the doors open to all interested teachers that want to revolutionize student assessment. The project team believes that a standardized student assessment can never reach the depths of human diversity and talents and thus, needs to be reinvented and updated.The project will work with teachers to create an innovative assessment methodology as well as a kit of digital and analogue tools that teachers and students can use for assessment. Furthermore, the project will offer an on-line course for all teachers interested in learning how to use but also how to create their own innovative assessment tools.The project has already launched a campaign during the EU Diversity Month (May 2021) where over 100 teachers and students from over 8 countries have created sentences about assessment, which were shared in the projects&amp;#8217; Facebook page (https://www.facebook.com/AssessProject). ASSESS is now recruiting teachers that want to participate and collaborate in the creation of an innovative assessment paradigm. More info can be found on the projects&amp;#8217; website: https://assess.nuclio.org . During this talk, the project idea is going to be presented as well a summary of the results obtained so far.

ABSTRACTThe poor performance of Pacific students at university is a concern for every level of society. Conventional models of teaching, learning and assessment have overlooked the cultural background of students, yet the effects of this oversight have been disastrous, alienating and disempowering. Studies of and developments in education in the Pacific and elsewhere offer opportunities to rethink the methods of teaching, learning and assessment of Pacific students in ways that are congruent with their home culture. Informed by the principle of so’a lau pule (the Samoan concept of consensus through consultation and conversation) and ethnographic research methods, this study describes an attempt to rethink ways of teaching, learning and assessing student performance in a third-year course on Resource Conservation and Management in the School of Geography, Earth Science and Environment at the University of the South Pacific. Introduced in 2007, the Student Innovative Contribution to Knowledge (SICK) allows students to participate in key decisions concerning teaching, learning and assessment. SICK is grounded in the principles of inclusiveness and participation. It takes account of the skills and abilities of Pacific students and is aligned with the philosophical basis of Pacific cultures. One hundred and fifty-eight students took part in this study over a 5-year period. Analysis was based on students’ written reviews of the semester’s work, in-depth conversation with individual students and the end-of-the-course evaluation. The findings show that, while students embrace the need for non-conventional forms of teaching, learning and assessment, the most frequently cited responses for non-participation are poor time management and varying perceptions of what is considered an innovative assessment. This study shows that understanding the cultural background of students is critical to creating culturally inclusive learning environments.

Summary Student numbers are still rising, even in subject areas which find adaptation to such numbers extremely difficult because of scarce, expensive resources, or because of the necessity of individual student demands on staff time. Group work has been with us for a long time, but it is worth systematic formalizing in established and new courses with growing numbers and changing outcomes, just because of the kinds of learning styles it encourages, the development of student independence skills, problem solving and practice skills it encourages, and also because of the management of space and resources. The developments noted in this paper are the use of group‐based assessment, particularly assessment which focuses on the work of tutorless syndicate or peer groups, and, in particular, one method of such assessment, that of the assessment of oral presentations by the groups.